FRANCE

FRANCE spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

55.8

54.5

61.4

60 86.8 75.3 72.8

48.3

50.4

20

45.5

44.2

38.6 13.2

0 AT

EU-28

BE

DE

FR

ES

UK

CY

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

47.0

ISCED 5A-6

44.0

50.0

2020 NATIONAL TARGET

42.0

EUROPE 2020=40 24.8

26.8

30.5

26.0

27.8

10

22.2 17.9

17.3

17.0

12.9

9.4

8.7

0.2

ES

DE

EU-28

IT

0 FR

BE

UK

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

■ Eurydice (2014). France: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/France:Overview ■ Centre Inffo (2012). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.europe-et-formation.eu/IMG/pdf/fpc_france_anglais_bd_a4.pdf ■ Centre Inffo (2013). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.centre-inffo.fr/refernet/IMG/pdf/FPC_Anglais_A4bd.pdf

www.education.gouv.fr

Ministry of National Education, Higher Education and Research

www.travail-emploi.gouv.fr

Ministry of Labour, Employment and Social Dialogue, General Directorate for employment and vocational training

www.agriculture.gouv.fr

Ministry of Agriculture, the Food-processing Industry and the Forest

www.diplomatie.gouv.fr

Ministry of Foreign Affairs

www.cnfptlv.gouv.fr

National Council for Vocational Lifelong Learning

www.centre-inffo.fr/refernet

ReferNet France

www.orientation-pour-tous.fr

National portal on initial and continuing guidance and training

28.1

23.7

20

■ Cedefop ReferNet France (2013). VET in Europe: country report France. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_FR.pdf

40.0

40 30

Further information

35 30 25 20

This spotlight is based on input from ReferNet France.

8056 EN – TI-01-13-644-EN-N – doi: 10.2801/4983

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

27.2

80

40

European Centre for the Development of Vocational Training

31.4

E&T 2020=15 31.6

15 10

17.7

5

16.1

10.9

10.4

7.8

6.7

1.7

ES

EU-28

DE

BE

BG

0 DK

FR

UK

Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20 15

15.0

EUROPE 2020=10

9.5

10.0

9.5

10.0

10 5 0

4.0 3.7

HR

9.7

9.9

11.0

FR

DE

BE

11.9

12.4

23.5

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

Source: Eurostat labour force survey, date of extraction 19.5.2014.

EU-28

UK

spotlight on VET 978-92-896-1387-3

FRANCE

ES

2013/14

FRANCE

spotlight on VET

VET in France Vocational education and training (VET) is, by tradition, central to France’s adopted priorities: guilds first appeared in the Middle Ages and apprenticeship in the 19th century. The development of lifelong learning in the early 1970s was based on long-standing and highly diverse adult education practices that are the foundation of continuous education.

Initial vocational education and training (IVET) VET at upper secondary level. On leaving lower secondary school (collège) at ISCED 2A, generally at the age of 15, students are steered either towards a general (ISCED 3A) and technological (ISCED 3B) upper secondary school (lycée), to prepare for a three-year general or technological baccalaureate, or towards a vocational lycée (ISCED 3B), to prepare for a two-year professional skills certificate (CAP) or a three-year vocational baccalaureate. These qualifications are designed to provide direct access to employment and the training always includes in-company internship. However, access to tertiary level VET programmes in related fields is possible. Upper secondary education is governed and financed largely by the Ministry of Education and partly by other ministries (including agriculture and industry). VET at tertiary level (ISCED 5B). The lycée-based higher technician curricula provide a two-year programme leading to the higher technician certificate (BTS). Universities offer also a two-year technological university diploma (DUT); this is designed for entry into the labour market. Students can also decide, on completion, to go on to a vocational bachelor’s programme, which enables them to acquire a vocational qualification at EQF level 6 and progress to master’s level for a qualification at EQF level 7. Higher education (tertiary level) provides general courses and technical and vocational courses within universities and public or private higher colleges of excellence (grandes écoles).

VET in the French education and training system Apprenticeship. This pathway can lead to all vocational certifications registered in the national directory of professional qualifications, which includes all secondary or higher education certifications as well as vocational qualification certificates (CQP), created by the professional branches. Young people on an apprenticeship contract (from one to three years) have the status and rights of other employees and receive a salary. The course takes place both in the workplace and in an apprentice training centre (CFA). The system is governed by the State (legislation), the regional councils (policy setting) and the social partners (management of the CFAs). Its funding comes from the State, which exempts enterprises from employer contributions for the amount of each apprentice salary, the regional councils (bonuses on recruitment, apprenticeship subsidies) and companies (apprenticeship tax).

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

EQF EQF 83

EQF 8

Doctoral programmes, 3 years ISCED 6

EQF 7

Programmes at public or private higher colleges of excellence

Master programmes WBL: up to 50%, 2 years

ISCED 5A

ISCED 5B

EQF 6

Bachelor programmes, 3 years

CVET applies to those entering the world of work or already in work, both the young and adults. The objectives of CVET include promoting professional integration or reintegration; maintaining people in work; encouraging the development of skills and access to different levels of professional qualification; and contributing to economic and cultural development and social progress. Access and funding procedures for courses vary according to individual status, either jobseekers or people in employment (private sector employees, public servants, self-employed workers). Training of job-seekers is managed by the regions, with central government intervening only for particular target groups (the illiterate, foreigners, and people with disabilities). Employers (private or public) and the social partners are responsible for training people in employment. The training market is open: in 2011, more than 58 650 training providers earned revenues of EUR 13 billion for 23.8 million training courses.

18+

13+

19

14

18

13

17

12

16 (*) 11

15

10

14

9

13

8

12

7

AGE

EQF 5

Higher technician prog. WBL up to 25%, 2 years

EQF 6

Apprenticeships WBL 67%, 2 or 3 years

ISCED 5B

EQF 4

Mainly schoolbased technological prog., WBL: 18%, 3 years

ISCED 3A

ISCED 3B

ISCED 5B

EQF 6

EQF 4

Upper secondary general programmes, 3 years

Apprenticeships WBL 67%, 2 years

DUT and bachelor programmes WBL ca10%, 3 years

ISCED 5B

ISCED 5A

EQF 4

EQF 7

EQF 7

EQF 7

Master programmes, 1-2 years

ISCED 5A

Continuous vocational education and training (CVET)

Programmes for vulnerable groups

Programmes for the unemployed

Programmes for employees

Mainly schoolbased EQF 3 vocational prog. WBL ca 10-20%, 2 or 3 years

EQF 5

ISCED 5B

EQF 4

Apprenticeships WBL 67%, 2 or 3 years

ISCED 3B

EQF 3

ISCED 3B

EQF 2

Lower secondary programme ISCED 2A

SECONDARY LEVEL

YEARS in E&T

General education programmes

Giving access to tertiary education

VET programmes

Giving access to tertiary education in selected fields

Programmes combining VET and general education

Progression routes

May also be offered to adults (full- or part-time or distance education)

Prior VET knowledge may be recognised affecting the duration of the programme

Officially recognised vocational qualifications

For learners aged 16-25, after completion of compulsory education

Qualifications allowing access to the next educational level End of compulsory education NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing. Source: Cedefop and ReferNet France.

Entry through validation of adults' prior learning (formal/informal/non-formal)

WBL Work-based learning, either at the workplace or a VET institution

Distinctive features of VET

Challenges and policy responses

Right to education. The State ensures the principles of equal opportunities and the right to education. It has the obligation to organise public education that is free of charge and secular.

Fight drop-out. The main stakeholders (Ministry of Education, regional councils and social partners) work together on measures to prevent early leaving at secondary and tertiary levels, including apprenticeships. The measures include the appointment of a contact in each school to identify learners at risk of dropping out, and the creation of platforms for groups of lycées to coordinate available places in training or courses leading to jobs where there is recruitment.

Role of the social partners. The social partners have an essential role in regulatory, political and financial aspects of lifelong learning programmes. The inter-professional agreements they sign form the basis for the introduction of reforms and are generally reflected in legislative and regulatory documents. Social partners also manage the different bodies that collect compulsory company contributions to apprenticeship and vocational training, as well as the unemployment insurance system for job-seekers. Obligation to contribute financially to CVET. French CVET is distinguished by the existence of compulsory contributions allocated to a particular purpose, reflecting the desire to encourage companies to train their staff. The rate is set by the law, but some professional branches have applied rates above the legal minimum. Recognition of ‘individual rights’ to training. Another distinctive feature is the recognition of ‘individual rights’ to training, designed to promote social progress and reduce inequalities in access to training. The best known are the individual training leave (CIF) and the most recently introduced personal training account (compte personnel de formation, CPF). The purpose of this measure is to support the use of an ‘individual right’ scheme, by making it more accessible to all (employed and unemployed) and more portable from one company to another.

Establish a leadership role for regions. The law of 2014 gives regions authority over vocational training, career advice and coordinating job support policies: managing training policies, implementing VET, including apprenticeship for young people and adults, and supporting small and medium size enterprises in their territory. This new law also created regional public training services and regional public guidance services. The dynamic created by decentralisation is an essential element in general VET strategy; it contributes to more effective public action by bringing the decision-making and management bodies close to local realities. Ease career transition. The main aim of the new career guidance scheme (conseil en évolution professionnelle, CEP) is to offer support for personal career transitions for employed and unemployed people, along with, if needed, suitable training. The State, regions and social partners are responsible for this, together with the CPF. Develop apprenticeship and guidance. Overhaul of the school system has been announced for the coming years. Nine themes have been raised, including focusing on vocational lycées to encourage ’complementarity between apprenticeship courses and school-based courses’. There will also be a complete overhaul of pupil guidance, headed by a regional public service responsible for coordinating existing systems and providing genuine ‘second chance’ solutions.

FRANCE

spotlight on VET

VET in France Vocational education and training (VET) is, by tradition, central to France’s adopted priorities: guilds first appeared in the Middle Ages and apprenticeship in the 19th century. The development of lifelong learning in the early 1970s was based on long-standing and highly diverse adult education practices that are the foundation of continuous education.

Initial vocational education and training (IVET) VET at upper secondary level. On leaving lower secondary school (collège) at ISCED 2A, generally at the age of 15, students are steered either towards a general (ISCED 3A) and technological (ISCED 3B) upper secondary school (lycée), to prepare for a three-year general or technological baccalaureate, or towards a vocational lycée (ISCED 3B), to prepare for a two-year professional skills certificate (CAP) or a three-year vocational baccalaureate. These qualifications are designed to provide direct access to employment and the training always includes in-company internship. However, access to tertiary level VET programmes in related fields is possible. Upper secondary education is governed and financed largely by the Ministry of Education and partly by other ministries (including agriculture and industry). VET at tertiary level (ISCED 5B). The lycée-based higher technician curricula provide a two-year programme leading to the higher technician certificate (BTS). Universities offer also a two-year technological university diploma (DUT); this is designed for entry into the labour market. Students can also decide, on completion, to go on to a vocational bachelor’s programme, which enables them to acquire a vocational qualification at EQF level 6 and progress to master’s level for a qualification at EQF level 7. Higher education (tertiary level) provides general courses and technical and vocational courses within universities and public or private higher colleges of excellence (grandes écoles).

VET in the French education and training system Apprenticeship. This pathway can lead to all vocational certifications registered in the national directory of professional qualifications, which includes all secondary or higher education certifications as well as vocational qualification certificates (CQP), created by the professional branches. Young people on an apprenticeship contract (from one to three years) have the status and rights of other employees and receive a salary. The course takes place both in the workplace and in an apprentice training centre (CFA). The system is governed by the State (legislation), the regional councils (policy setting) and the social partners (management of the CFAs). Its funding comes from the State, which exempts enterprises from employer contributions for the amount of each apprentice salary, the regional councils (bonuses on recruitment, apprenticeship subsidies) and companies (apprenticeship tax).

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

EQF EQF 83

EQF 8

Doctoral programmes, 3 years ISCED 6

EQF 7

Programmes at public or private higher colleges of excellence

Master programmes WBL: up to 50%, 2 years

ISCED 5A

ISCED 5B

EQF 6

Bachelor programmes, 3 years

CVET applies to those entering the world of work or already in work, both the young and adults. The objectives of CVET include promoting professional integration or reintegration; maintaining people in work; encouraging the development of skills and access to different levels of professional qualification; and contributing to economic and cultural development and social progress. Access and funding procedures for courses vary according to individual status, either jobseekers or people in employment (private sector employees, public servants, self-employed workers). Training of job-seekers is managed by the regions, with central government intervening only for particular target groups (the illiterate, foreigners, and people with disabilities). Employers (private or public) and the social partners are responsible for training people in employment. The training market is open: in 2011, more than 58 650 training providers earned revenues of EUR 13 billion for 23.8 million training courses.

18+

13+

19

14

18

13

17

12

16 (*) 11

15

10

14

9

13

8

12

7

AGE

EQF 5

Higher technician prog. WBL up to 25%, 2 years

EQF 6

Apprenticeships WBL 67%, 2 or 3 years

ISCED 5B

EQF 4

Mainly schoolbased technological prog., WBL: 18%, 3 years

ISCED 3A

ISCED 3B

ISCED 5B

EQF 6

EQF 4

Upper secondary general programmes, 3 years

Apprenticeships WBL 67%, 2 years

DUT and bachelor programmes WBL ca10%, 3 years

ISCED 5B

ISCED 5A

EQF 4

EQF 7

EQF 7

EQF 7

Master programmes, 1-2 years

ISCED 5A

Continuous vocational education and training (CVET)

Programmes for vulnerable groups

Programmes for the unemployed

Programmes for employees

Mainly schoolbased EQF 3 vocational prog. WBL ca 10-20%, 2 or 3 years

EQF 5

ISCED 5B

EQF 4

Apprenticeships WBL 67%, 2 or 3 years

ISCED 3B

EQF 3

ISCED 3B

EQF 2

Lower secondary programme ISCED 2A

SECONDARY LEVEL

YEARS in E&T

General education programmes

Giving access to tertiary education

VET programmes

Giving access to tertiary education in selected fields

Programmes combining VET and general education

Progression routes

May also be offered to adults (full- or part-time or distance education)

Prior VET knowledge may be recognised affecting the duration of the programme

Officially recognised vocational qualifications

For learners aged 16-25, after completion of compulsory education

Qualifications allowing access to the next educational level End of compulsory education NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing. Source: Cedefop and ReferNet France.

Entry through validation of adults' prior learning (formal/informal/non-formal)

WBL Work-based learning, either at the workplace or a VET institution

Distinctive features of VET

Challenges and policy responses

Right to education. The State ensures the principles of equal opportunities and the right to education. It has the obligation to organise public education that is free of charge and secular.

Fight drop-out. The main stakeholders (Ministry of Education, regional councils and social partners) work together on measures to prevent early leaving at secondary and tertiary levels, including apprenticeships. The measures include the appointment of a contact in each school to identify learners at risk of dropping out, and the creation of platforms for groups of lycées to coordinate available places in training or courses leading to jobs where there is recruitment.

Role of the social partners. The social partners have an essential role in regulatory, political and financial aspects of lifelong learning programmes. The inter-professional agreements they sign form the basis for the introduction of reforms and are generally reflected in legislative and regulatory documents. Social partners also manage the different bodies that collect compulsory company contributions to apprenticeship and vocational training, as well as the unemployment insurance system for job-seekers. Obligation to contribute financially to CVET. French CVET is distinguished by the existence of compulsory contributions allocated to a particular purpose, reflecting the desire to encourage companies to train their staff. The rate is set by the law, but some professional branches have applied rates above the legal minimum. Recognition of ‘individual rights’ to training. Another distinctive feature is the recognition of ‘individual rights’ to training, designed to promote social progress and reduce inequalities in access to training. The best known are the individual training leave (CIF) and the most recently introduced personal training account (compte personnel de formation, CPF). The purpose of this measure is to support the use of an ‘individual right’ scheme, by making it more accessible to all (employed and unemployed) and more portable from one company to another.

Establish a leadership role for regions. The law of 2014 gives regions authority over vocational training, career advice and coordinating job support policies: managing training policies, implementing VET, including apprenticeship for young people and adults, and supporting small and medium size enterprises in their territory. This new law also created regional public training services and regional public guidance services. The dynamic created by decentralisation is an essential element in general VET strategy; it contributes to more effective public action by bringing the decision-making and management bodies close to local realities. Ease career transition. The main aim of the new career guidance scheme (conseil en évolution professionnelle, CEP) is to offer support for personal career transitions for employed and unemployed people, along with, if needed, suitable training. The State, regions and social partners are responsible for this, together with the CPF. Develop apprenticeship and guidance. Overhaul of the school system has been announced for the coming years. Nine themes have been raised, including focusing on vocational lycées to encourage ’complementarity between apprenticeship courses and school-based courses’. There will also be a complete overhaul of pupil guidance, headed by a regional public service responsible for coordinating existing systems and providing genuine ‘second chance’ solutions.

FRANCE

spotlight on VET

VET in France Vocational education and training (VET) is, by tradition, central to France’s adopted priorities: guilds first appeared in the Middle Ages and apprenticeship in the 19th century. The development of lifelong learning in the early 1970s was based on long-standing and highly diverse adult education practices that are the foundation of continuous education.

Initial vocational education and training (IVET) VET at upper secondary level. On leaving lower secondary school (collège) at ISCED 2A, generally at the age of 15, students are steered either towards a general (ISCED 3A) and technological (ISCED 3B) upper secondary school (lycée), to prepare for a three-year general or technological baccalaureate, or towards a vocational lycée (ISCED 3B), to prepare for a two-year professional skills certificate (CAP) or a three-year vocational baccalaureate. These qualifications are designed to provide direct access to employment and the training always includes in-company internship. However, access to tertiary level VET programmes in related fields is possible. Upper secondary education is governed and financed largely by the Ministry of Education and partly by other ministries (including agriculture and industry). VET at tertiary level (ISCED 5B). The lycée-based higher technician curricula provide a two-year programme leading to the higher technician certificate (BTS). Universities offer also a two-year technological university diploma (DUT); this is designed for entry into the labour market. Students can also decide, on completion, to go on to a vocational bachelor’s programme, which enables them to acquire a vocational qualification at EQF level 6 and progress to master’s level for a qualification at EQF level 7. Higher education (tertiary level) provides general courses and technical and vocational courses within universities and public or private higher colleges of excellence (grandes écoles).

VET in the French education and training system Apprenticeship. This pathway can lead to all vocational certifications registered in the national directory of professional qualifications, which includes all secondary or higher education certifications as well as vocational qualification certificates (CQP), created by the professional branches. Young people on an apprenticeship contract (from one to three years) have the status and rights of other employees and receive a salary. The course takes place both in the workplace and in an apprentice training centre (CFA). The system is governed by the State (legislation), the regional councils (policy setting) and the social partners (management of the CFAs). Its funding comes from the State, which exempts enterprises from employer contributions for the amount of each apprentice salary, the regional councils (bonuses on recruitment, apprenticeship subsidies) and companies (apprenticeship tax).

ADULT LEARNING/CONTINUING TRAINING (outside the school system)

TERTIARY LEVEL

EQF EQF 83

EQF 8

Doctoral programmes, 3 years ISCED 6

EQF 7

Programmes at public or private higher colleges of excellence

Master programmes WBL: up to 50%, 2 years

ISCED 5A

ISCED 5B

EQF 6

Bachelor programmes, 3 years

CVET applies to those entering the world of work or already in work, both the young and adults. The objectives of CVET include promoting professional integration or reintegration; maintaining people in work; encouraging the development of skills and access to different levels of professional qualification; and contributing to economic and cultural development and social progress. Access and funding procedures for courses vary according to individual status, either jobseekers or people in employment (private sector employees, public servants, self-employed workers). Training of job-seekers is managed by the regions, with central government intervening only for particular target groups (the illiterate, foreigners, and people with disabilities). Employers (private or public) and the social partners are responsible for training people in employment. The training market is open: in 2011, more than 58 650 training providers earned revenues of EUR 13 billion for 23.8 million training courses.

18+

13+

19

14

18

13

17

12

16 (*) 11

15

10

14

9

13

8

12

7

AGE

EQF 5

Higher technician prog. WBL up to 25%, 2 years

EQF 6

Apprenticeships WBL 67%, 2 or 3 years

ISCED 5B

EQF 4

Mainly schoolbased technological prog., WBL: 18%, 3 years

ISCED 3A

ISCED 3B

ISCED 5B

EQF 6

EQF 4

Upper secondary general programmes, 3 years

Apprenticeships WBL 67%, 2 years

DUT and bachelor programmes WBL ca10%, 3 years

ISCED 5B

ISCED 5A

EQF 4

EQF 7

EQF 7

EQF 7

Master programmes, 1-2 years

ISCED 5A

Continuous vocational education and training (CVET)

Programmes for vulnerable groups

Programmes for the unemployed

Programmes for employees

Mainly schoolbased EQF 3 vocational prog. WBL ca 10-20%, 2 or 3 years

EQF 5

ISCED 5B

EQF 4

Apprenticeships WBL 67%, 2 or 3 years

ISCED 3B

EQF 3

ISCED 3B

EQF 2

Lower secondary programme ISCED 2A

SECONDARY LEVEL

YEARS in E&T

General education programmes

Giving access to tertiary education

VET programmes

Giving access to tertiary education in selected fields

Programmes combining VET and general education

Progression routes

May also be offered to adults (full- or part-time or distance education)

Prior VET knowledge may be recognised affecting the duration of the programme

Officially recognised vocational qualifications

For learners aged 16-25, after completion of compulsory education

Qualifications allowing access to the next educational level End of compulsory education NB: ISCED 1997 was used on the chart. Conversion to ISCED 2011 is ongoing. Source: Cedefop and ReferNet France.

Entry through validation of adults' prior learning (formal/informal/non-formal)

WBL Work-based learning, either at the workplace or a VET institution

Distinctive features of VET

Challenges and policy responses

Right to education. The State ensures the principles of equal opportunities and the right to education. It has the obligation to organise public education that is free of charge and secular.

Fight drop-out. The main stakeholders (Ministry of Education, regional councils and social partners) work together on measures to prevent early leaving at secondary and tertiary levels, including apprenticeships. The measures include the appointment of a contact in each school to identify learners at risk of dropping out, and the creation of platforms for groups of lycées to coordinate available places in training or courses leading to jobs where there is recruitment.

Role of the social partners. The social partners have an essential role in regulatory, political and financial aspects of lifelong learning programmes. The inter-professional agreements they sign form the basis for the introduction of reforms and are generally reflected in legislative and regulatory documents. Social partners also manage the different bodies that collect compulsory company contributions to apprenticeship and vocational training, as well as the unemployment insurance system for job-seekers. Obligation to contribute financially to CVET. French CVET is distinguished by the existence of compulsory contributions allocated to a particular purpose, reflecting the desire to encourage companies to train their staff. The rate is set by the law, but some professional branches have applied rates above the legal minimum. Recognition of ‘individual rights’ to training. Another distinctive feature is the recognition of ‘individual rights’ to training, designed to promote social progress and reduce inequalities in access to training. The best known are the individual training leave (CIF) and the most recently introduced personal training account (compte personnel de formation, CPF). The purpose of this measure is to support the use of an ‘individual right’ scheme, by making it more accessible to all (employed and unemployed) and more portable from one company to another.

Establish a leadership role for regions. The law of 2014 gives regions authority over vocational training, career advice and coordinating job support policies: managing training policies, implementing VET, including apprenticeship for young people and adults, and supporting small and medium size enterprises in their territory. This new law also created regional public training services and regional public guidance services. The dynamic created by decentralisation is an essential element in general VET strategy; it contributes to more effective public action by bringing the decision-making and management bodies close to local realities. Ease career transition. The main aim of the new career guidance scheme (conseil en évolution professionnelle, CEP) is to offer support for personal career transitions for employed and unemployed people, along with, if needed, suitable training. The State, regions and social partners are responsible for this, together with the CPF. Develop apprenticeship and guidance. Overhaul of the school system has been announced for the coming years. Nine themes have been raised, including focusing on vocational lycées to encourage ’complementarity between apprenticeship courses and school-based courses’. There will also be a complete overhaul of pupil guidance, headed by a regional public service responsible for coordinating existing systems and providing genuine ‘second chance’ solutions.

FRANCE

FRANCE spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

55.8

54.5

61.4

60 86.8 75.3 72.8

48.3

50.4

20

45.5

44.2

38.6 13.2

0 AT

EU-28

BE

DE

FR

ES

UK

CY

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

47.0

ISCED 5A-6

44.0

50.0

2020 NATIONAL TARGET

42.0

EUROPE 2020=40 24.8

26.8

30.5

26.0

27.8

10

22.2 17.9

17.3

17.0

12.9

9.4

8.7

0.2

ES

DE

EU-28

IT

0 FR

BE

UK

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

■ Eurydice (2014). France: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/France:Overview ■ Centre Inffo (2012). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.europe-et-formation.eu/IMG/pdf/fpc_france_anglais_bd_a4.pdf ■ Centre Inffo (2013). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.centre-inffo.fr/refernet/IMG/pdf/FPC_Anglais_A4bd.pdf

www.education.gouv.fr

Ministry of National Education, Higher Education and Research

www.travail-emploi.gouv.fr

Ministry of Labour, Employment and Social Dialogue, General Directorate for employment and vocational training

www.agriculture.gouv.fr

Ministry of Agriculture, the Food-processing Industry and the Forest

www.diplomatie.gouv.fr

Ministry of Foreign Affairs

www.cnfptlv.gouv.fr

National Council for Vocational Lifelong Learning

www.centre-inffo.fr/refernet

ReferNet France

www.orientation-pour-tous.fr

National portal on initial and continuing guidance and training

28.1

23.7

20

■ Cedefop ReferNet France (2013). VET in Europe: country report France. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_FR.pdf

40.0

40 30

Further information

35 30 25 20

This spotlight is based on input from ReferNet France.

8056 EN – TI-01-13-644-EN-N – doi: 10.2801/4983

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

27.2

80

40

European Centre for the Development of Vocational Training

31.4

E&T 2020=15 31.6

15 10

17.7

5

16.1

10.9

10.4

7.8

6.7

1.7

ES

EU-28

DE

BE

BG

0 DK

FR

UK

Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20 15

15.0

EUROPE 2020=10

9.5

10.0

9.5

10.0

10 5 0

4.0 3.7

HR

9.7

9.9

11.0

FR

DE

BE

11.9

12.4

23.5

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

Source: Eurostat labour force survey, date of extraction 19.5.2014.

EU-28

UK

spotlight on VET 978-92-896-1387-3

FRANCE

ES

2013/14

FRANCE

FRANCE spotlight on VET EN

Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 2012

VOCATIONAL

GENERAL

100 24.7

49.6

51.7

55.8

54.5

61.4

60 86.8 75.3 72.8

48.3

50.4

20

45.5

44.2

38.6 13.2

0 AT

EU-28

BE

DE

FR

ES

UK

CY

Source: Eurostat, UOE data collection on education systems, date of extraction 30.5.2014.

ISCED 5B 50

47.0

ISCED 5A-6

44.0

50.0

2020 NATIONAL TARGET

42.0

EUROPE 2020=40 24.8

26.8

30.5

26.0

27.8

10

22.2 17.9

17.3

17.0

12.9

9.4

8.7

0.2

ES

DE

EU-28

IT

0 FR

BE

UK

Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 19.5.2014.

Lifelong learning % of population aged 25-64 participating in education and training over the four weeks prior to the survey, 2013

■ Eurydice (2014). France: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/France:Overview ■ Centre Inffo (2012). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.europe-et-formation.eu/IMG/pdf/fpc_france_anglais_bd_a4.pdf ■ Centre Inffo (2013). Vocational training in France: an answer to your questions. Saint-Denis-La Plaine: Centre pour le développment de l’information sur la formation permanente. www.centre-inffo.fr/refernet/IMG/pdf/FPC_Anglais_A4bd.pdf

www.education.gouv.fr

Ministry of National Education, Higher Education and Research

www.travail-emploi.gouv.fr

Ministry of Labour, Employment and Social Dialogue, General Directorate for employment and vocational training

www.agriculture.gouv.fr

Ministry of Agriculture, the Food-processing Industry and the Forest

www.diplomatie.gouv.fr

Ministry of Foreign Affairs

www.cnfptlv.gouv.fr

National Council for Vocational Lifelong Learning

www.centre-inffo.fr/refernet

ReferNet France

www.orientation-pour-tous.fr

National portal on initial and continuing guidance and training

28.1

23.7

20

■ Cedefop ReferNet France (2013). VET in Europe: country report France. http://libserver.cedefop.europa.eu/vetelib/2013/2013_CR_FR.pdf

40.0

40 30

Further information

35 30 25 20

This spotlight is based on input from ReferNet France.

8056 EN – TI-01-13-644-EN-N – doi: 10.2801/4983

Tertiary education by type % of 30-34 year-olds with tertiary education by type, 2013

EN

27.2

80

40

European Centre for the Development of Vocational Training

31.4

E&T 2020=15 31.6

15 10

17.7

5

16.1

10.9

10.4

7.8

6.7

1.7

ES

EU-28

DE

BE

BG

0 DK

FR

UK

Source: Eurostat, labour force survey, date of extraction 19.5.2014.

Early leavers from education and training % of early leavers from education and training, 2013

2013

2020 NATIONAL TARGET

25

European Centre for the Development of Vocational Training

20 15

15.0

EUROPE 2020=10

9.5

10.0

9.5

10.0

10 5 0

4.0 3.7

HR

9.7

9.9

11.0

FR

DE

BE

11.9

12.4

23.5

Europe 123, 570 01 Thessaloniki (Pylea), GREECE PO Box 22427, 551 02 Thessaloniki, GREECE Tel. +30 2310490111, Fax +30 2310490020, E-mail: [email protected] Copyright © European Centre for the Development of Vocational Training (Cedefop), 2014 All rights reserved.

visit our portal www.cedefop.europa.eu

Source: Eurostat labour force survey, date of extraction 19.5.2014.

EU-28

UK

spotlight on VET 978-92-896-1387-3

FRANCE

ES

2013/14